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Week Four

Week Four. English III 9-12-2011 through 9-16-2011. September 12, 2011 Bell Assignment. Correct MUGS sentence 3 on Set 2 “Alaska…” 9 errors! On FRIDAY , we will have a short MUGS quiz based on sentences from Set 1 and Set 2. . Write-to-Learn.

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Week Four

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  1. Week Four English III 9-12-2011 through 9-16-2011

  2. September 12, 2011Bell Assignment • Correct MUGS sentence 3 on Set 2 • “Alaska…” • 9 errors! • On FRIDAY, we will have a short MUGS quiz based on sentences from Set 1 and Set 2.

  3. Write-to-Learn • Thinking back to what we read in class last week, write a RESPONSE on a sheet of paper telling me what you LEARNED. Your response must be in paragraph-format with complete sentences. • We read William Bradford’s “Of Plymouth Plantation” last week.

  4. Vocabulary • No vocabulary list this week! • One week off. 

  5. Background Information • pg. 38 – FACTS • The Indians killed the interpreter for the Puritans; the Puritans killed the murderers; started the war between Wampanoag and the Puritans • Chief Metacomet – broke the treaty; “King Philip’s War” – (Colonists called Metacomet “King Philip” because of the association with the evil ruler King Philip) • Wampanoag Indians started capturing colonists for ransom for food because they had been pushed off of their hunting grounds by the colonists; They had originally “sold” those grounds, however, they didn’t realize the colonists didn’t allow them to hunt • Mary Rowlandson was wife of minister of Lancaster • She was in captivity for June-August; she died two years later • Attributed everything still to God’s blessing • Native Americans were starving – had to resort to eating horses, bugs, bark, bones, frogs, dogs, skunks, rattlesnakes

  6. September 13, 2012Bell Assignment • Correct MUGS sentence 4 on Set 2 • “These…” • 5 errors

  7. “from A Narrative of the Captivity” by Mary Rowlandson pg. 40-45 • The Native Americans threatened to kill her child because it wouldn’t stop crying • Mary’s child died – 6 ½ years old, daughter, weakness/wound, starving (Sarah) • Saw her 10 year-old daughter (Mary) – who had been sold as a slave for a gun – at another town/village • Chief’s wife’s sister’s husband is Mary’s “master” • All she had to eat/drink was ONLY cold water • Mary and the Indians could communicate • She still relies on God (strong Puritan belief) • Mary R. has a son – he is still alive

  8. Mary was able to go see her son • A squaw in her son’s village offered to buy her if only they had money; extremely kind • She got lost on her first try to go see him; only a mile away; Indians helped her get “back”; King Philip pointed her in the right direction • She was a tailor – she would knit shirts, caps; Indians would pay her in food (bear, horse, peas) • She still maintains her faith – even though she’s starving • The English army starts chasing the Indians – so the Indians have to flee; cross a river, and Mary’s foot does not get wet (attributes that to a blessing) • Crying spell—all the Indians asked her, “are you ok?”

  9. September 14, 2011Bell Assignment • Correct MUGS sentence 5 on Set 2 • “Pocahontas…” • 6 errors • Saved the life • *Reminder: MUGS quiz on Friday!*

  10. MUGS Review • Looking at all the corrections we’ve made on Sets 1 and 2, what are some punctuation “rules” we’ve encountered? • Use a comma when you need to pause • Y changes to I when you make something past tense (marry ---married) • “An” goes before a word that starts with a vowel (An Apple) • Use hyphens to join words that are one thought • Underline movie titles, book titles, newspaper titles • Quotation marks are for SHORT works (poems, short stories, one article in a newspaper) • Apostrophes for possession (dog’s collar) and contractions (It’s raining – it is; that’s – that is) • Colons: right before a list • Semi-colons – between complete thoughts (substitute semi-colons where there are periods) ; • Use commas in lists (tea, spices, and fabrics) • Introduction phrases (As a matter of fact, In the 1960s, Throughout history,) have commas after them • Interrupter phrases (Pocahontas, a Disney movie,) are surrounded by commas • Use commas when joining sentences with and, but, or (conjunctions) • Exclamation points for dramatic phrases/sentences • Commas between two descriptive words (adjectives) (finest, funniest movies; determined, courageous believer) • There: location, Their: shows possession, They’re: They are

  11. Pg. 42-43 “Literature and History” • Text box: “Captivity Narratives” • Narratives intensified the negative relationships between N.A. and E. • “Shock and Awe” sells!

  12. Take NOTE: • Literary Term: • Allusion: a reference to something literary, mythological, or historical that the author assumes the reader will know • In Rowlandson’s narrative, she makes multiple allusions to Bible stories, comparing her situation to those she has read about in the Bible.

  13. Chief Red Jacket’s speech • After you read Chief Red Jacket’s speech, answer the following questions on a sheet of paper: • What issues/problems does Chief Red Jacket have with the missionaries forcing the Native Americans to accept Christianity? • What do you think about his reasons? Do you agree with what he says? Why or why not? Are there points you disagree with? If so, explain why. • Copy a sentence from this text that you think is very important or significant in his speech. Then, explain why you think that point is important.

  14. September 15, 2011Bell Assignment • Pick up a copy of Chief Red Jacket’s speech from Mrs. Goad at the classroom door. • After you finish reading Chief Red Jacket’s speech, answer the following questions on a sheet of paper (you will turn this in for a grade): • What issues/problems does Chief Red Jacket have with the missionaries forcing the Native Americans to accept Christianity? • What do you think about his reasons? Do you agree with what he says? Why or why not? Are there points you disagree with? If so, explain why. • Copy a sentence from this text that you think is very important or significant in his speech. Then, explain why you think that point is important.

  15. Chief Red Jacket’s Speech • Reasons why he will not do what Rev. Cram has asked: • Other interesting points he makes:

  16. Timeline • Using your textbook and the stories we’ve read thus far, enter them on the timeline you’ve been given. • Add quick descriptions/word associations with each entry to remind yourself of what you read in that text. • *Keep this timeline throughout the course! It will help you see chronologically what has happened through literature in America.*

  17. September 16, 2011Bell Assignment • Study for 3 minutes for MUGS Quiz! • Use the review sheet I handed out yesterday AND your Sets 1/2

  18. Pg. 48 “The Southern Planters” • What do we learn from this? • Different personalities, interests, focus on religion • South- secular; Cavaliers (gentlemanly, aristocratic) • North – Puritan; said their prayers; devout • Different land – south fertile, north not so much • South had plantations and more slave work • South had a lot of land – were wealthier • South – very straightforward about who they were/what they knew

  19. “from The History of the Dividing Line”Pg. 50 – William Byrd

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